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91.
Leigh Patel 《Educational Studies A Journal of the American Educational Studies Association》2019,55(3):253-261
In this article, I connect the ways that learning is fundamental to life, for human and nonhuman beings. I write this article at a time of crystalline xenophobic backlash, the rise of several totalitarian regimes across the planet, as well as the formation and action from many social movements. I argue that in this moment, it is even more important for education and education studies to distinguish between the achievement-measured desires of a settler state from what learning itself is and how it is intertwined with live and sovereignty. To highlight learning as fugitive practice, I connect the ways that learning has been maintained and protected even when it has been forbidden, foreclosed and seemingly withered through colonialism. 相似文献
92.
A multiyear effort to understand and improve the practice of learning communities across North America has revealed encouraging trends and areas in which work should continue. The authors asked nearly sixty educators involved in the work to write and talk about the state of learning communities. 相似文献
93.
In attachment research, there has been a growing interest in how adults conceptualize their relationships with their own parents as well as in the transmission of attachment status from parent to child and the variables that influence that transmission. The primary goal of the present study was to examine the transmission of attachment from deaf mother to child. Adult Attachment Interviews were collected on 32 deaf women and Strange Situation Procedure data were obtained from their children. While the distribution of deaf mother attachment classifications was similar to that found with hearing samples, the concordance between mother and child in terms of attachment status was lower than in hearing samples. Having a deaf parent did not affect a deaf adult's attachment status. Post hoc analyses suggested a trend towards a dismissing stance in attachment relationships. Results are discussed in terms of variables affecting attachment status as well as the transmission of attachment. 相似文献
94.
Peter Petocz Anna Reid Leigh N. Wood Geoff H. Smith Glyn Mather Ansie Harding Johann Engelbrecht Ken Houston Joel Hillel Gillian Perrett 《International Journal of Science and Mathematics Education》2007,5(3):439-459
In this paper, we report on an international study of undergraduate mathematics students’ conceptions of mathematics. Almost
1,200 students in five countries completed a short survey including three open-ended questions asking about their views of
mathematics and its role in their future studies and planned professions. Responses were analysed starting from a previously-developed
phenomenographic framework (Reid et al., 2003) which required only minor modification. Students’ conceptions of mathematics ranged from the narrowest view as a focus on
calculations with numbers, through a notion of mathematics as a focus on models or abstract structures, to the broadest view
of mathematics as an approach to life and a way of thinking. Broader conceptions of mathematics were more likely to be found
in later-year students (p<0.001) and there were significant differences between universities (p<0.001). The information obtained from the study not only confirms previous research, but also provides a basis for future
development of a monitoring questionnaire. 相似文献
95.
Drawing upon a post-structural ethnography of boys’ constructions of gendered and sexual identities in one South African high school, this paper empirically seeks to theorise how 20 Grade 8 boys, identified as The Jokers, The Achievers, The Outcasts and The Average Ou's, simultaneously seek out spaces in male peer culture to cultivate, police and challenge hegemonic notions of masculinity. The paper illustrates the construction and positioning of masculinities across spaces of conflict, more particularly, the personal and social resources reproduced by boys in the pursuit of ‘desirable’ masculinities across experiences of interpersonal conflict, punishment, friendship and play. Given the nature of these identity struggles in school boy peer culture, this paper highlights the need for fostering and maintaining peer conversational spaces where boys and girls are challenged to actively deconstruct prevailing gendered identities and work towards more expansive definitions of self. 相似文献
96.
Amber?SimpsonEmail author Leigh?Haltiwanger 《Journal of Mathematics Teacher Education》2017,20(4):335-355
This mixed methods study investigates the ways in which secondary mathematics prospective teachers acquire skills needed to attend to, interpret, and respond to students’ mathematical thinking and the ways in which their perceived strengths and weaknesses influence their skills when this type of formalized training is not part of their program. These skills (attending, interpreting, and responding) are defined as teachers’ professional noticing of students’ thinking. Results indicate that seniors respond to students’ thinking in significantly different ways from juniors and sophomores. Converging the data highlighted inconsistencies in how participants’ were making sense of students’ mathematical thinking, as well as in participants’ self-identified strengths and weaknesses. 相似文献
97.
Simon Knight Yvonne C. Davila Leigh J. Martin Daniel W. Krix 《Assessment & Evaluation in Higher Education》2019,44(8):1121-1132
AbstractIn calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically, these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper examines a dataset from a long-running benchmarking task (~500 students per semester, for four semesters). We investigate the relationship of benchmarking performance to other student outcomes, including ability to self-assess accurately. We show that students who complete the benchmarking perform better, that there is a relationship between benchmarking performance and self-assessment performance, and that students appreciate the support for learning that benchmarking tasks provide. We discuss implications for teaching and learning flagging the potential of calibration tasks as an under-explored tool. 相似文献
98.
Leigh Price 《Environmental Education Research》2004,10(3):401-407
My experience of teaching the Rhodes University/Speciss College Environmental Education Course in Zimbabwe alerted me to a tension between the industry course participants who largely (although not entirely) wanted a skills/vocational training orientation and the course curriculum developers, who wanted a critical/theoretical/praxis-based orientation to the course. This paper is an attempt to offer some resolution of the dilemma this provided the course developers. I begin by briefly describing the tension historically and internationally and giving an outline of Fairclough's (1999) position in its regard. I then suggest that a conventionalist interpretation of the participatory/contextualist method of curriculum development should be avoided, arguing that conventionalism is covertly anti-epistemological in that it leads to the thesis that epistemic standards do not rest on truth/validity claims but on convention (Haack, 1993, p. 20). Thus contextualisation, interpreted as conventionalism, becomes inherently conservative. Instead I suggest an approach to curriculum development based on Haack's (1993, p. 73) explicandum of epistemic justification: 'A is more/less justified, at time t, in believing that p, depending on …'. Thus, if there is good enough (note: not absolute) evidence to disagree with the community's construction of what the best curriculum should be, provided we can demonstrate our disagreement with intellectual integrity, then it is appropriate to go against the grain of the majority of the community's construction of its curriculum needs (in this case, the call for skills-based training), and instead attend to the requirements of a minority of the community. 相似文献
99.
Leigh M. O'Brien 《Early education and development》1993,4(1):5-19
This paper condenses a case study designed to explicate teacher values as evidenced by practice in one Head Start classroom. To make sense of the classroom culture, five domains were considered: the use of space, the use of time, patterns of teacher-child interaction, materials and activities used, and the nature of parent-teacher interactions. Findings include the program's approximately even balance between the use of a cultural transmission model and a "developmental" model-and the conflicts around maintaining that balance; the differences existing between the teachers despite surface similarities; and the less-than-positive views the teachers had of program parents. Practice and policy implications revolve around the establishment and maintenance of separate programs for compensatory early education. The dichotomous nature of the programming reflected the teachers' perception that they had to remedy "deficient" home environments and prepare children for an academic kindergarten, in addition to utilizing mainstream early childhood education (ECE) practices. Implications for teacher-parent relations are likewise linked to assumptions behind compensatory education. A discussion of our two-tiered early education system leads to the recommendation for a more universalistic conception of early care and education. 相似文献
100.
Research in Higher Education - Place-based scholarships within the College Promise movement reduce the cost of college for students in particular places and often include incentives for families to... 相似文献